Reading 2026-07 Test 24 — IELTS Academic Reading Practice Test with Answers

基于考生回忆投稿及材料收集整理 — 非官方 IELTS 资料。

Reading Passage 1: Indoor Pollution

Since the early eighties we have been only too aware of the devastating effects of large-scale environmental pollution. Such pollution is generally the result of poor government planning in many developing nations or the short-sighted, selfish policies of the already industrialised countries which encourage a minority of the world’s population to squander the majority of its natural resources.

While events such as the deforestation of the Amazon jungle or the nuclear disaster in Chernobyl continue to receive high media exposure, as do acts of environmental sabotage, it must be remembered that not all pollution is on this grand scale. A large proportion of the world’s pollution has its source much closer to home. The recent spillage of crude oil from an oil tanker accidentally discharging its cargo straight into Sydney Harbour not only caused serious damage to the harbour foreshores but also created severely toxic fumes which hung over the suburbs for days and left the angry residents wondering how such a disaster could have been allowed to happen.

Avoiding pollution can be a fulltime job. Try not to inhale traffic fumes; keep away from chemical plants and building-sites; wear a mask when cycling. It is enough to make you want to stay at home. But that, according to a growing body of scientific evidence, would also be a bad idea. Research shows that levels of pollutants such as hazardous gases, particulate matter and other chemical ‘nasties’ are usually higher indoors than out, even in the most polluted cities. Since the average American spends 18 hours indoors for every hour outside, it looks as though many environmentalists may be attacking the wrong target.

The latest study, conducted by two environmental engineers, Richard Corsi and Cynthia Howard-Reed, of the University of Texas in Austin, and published in Environmental Science and Technology, suggests that it is the process of keeping clean that may be making indoor pollution worse. The researchers found that baths, showers, dishwashers and washing machines can all be significant sources of indoor pollution, because they extract trace amounts of chemicals from the water that they use and transfer them to the air.

Nearly all public water supplies contain very low concentrations of toxic chemicals, most of them left over from the otherwise beneficial process of chlorination. Dr. Corsi wondered whether they stay there when water is used, or whether they end up in the air that people breathe. The team conducted a series of experiments in which known quantities of five such chemicals were mixed with water and passed through a dishwasher, a washing machine, a shower head inside a shower stall or a tap in a bath, all inside a specially designed chamber. The levels of chemicals in the effluent water and in the air extracted from the chamber were then measured to see how much of each chemical had been transferred from the water into the air.

The degree to which the most volatile elements could be removed from the water, a process known as chemical stripping, depended on a wide range of factors, including the volatility of the chemical, the temperature of the water and the surface area available for transfer. Dishwashers were found to be particularly effective: the high-temperature spray, splashing against the crockery and cutlery, results in a nasty plume of toxic chemicals that escapes when the door is opened at the end of the cycle.

In fact, in many cases, the degree of exposure to toxic chemicals in tap water by inhalation is comparable to the exposure that would result from drinking the stuff. This is significant because many people are so concerned about water-borne pollutants that they drink only bottled water, worldwide sales of which are forecast to reach $72 billion by next year. Dr. Corsi’s results suggest that they are being exposed to such pollutants anyway simply by breathing at home.

The aim of such research is not, however, to encourage the use of gas masks when unloading the washing. Instead, it is to bring a sense of perspective to the debate about pollution. According to Dr Corsi, disproportionate effort is wasted campaigning against certain forms of outdoor pollution, when there is as much or more cause for concern indoors, right under people’s noses.

Using gas cookers or burning candles, for example, both result in indoor levels of carbon monoxide and particulate matter that are just as high as those to be found outside, amid heavy traffic. Overcrowded classrooms whose ventilation systems were designed for smaller numbers of children frequently contain levels of carbon dioxide that would be regarded as unacceptable on board a submarine. ‘New car smell’ is the result of high levels of toxic chemicals, not cleanliness. Laser printers, computers, carpets and paints all contribute to the noxious indoor mix.

The implications of indoor pollution for health are unclear. But before worrying about the problems caused by large-scale industry, it makes sense to consider the small-scale pollution at home and welcome international debate about this. Scientists investigating indoor pollution will gather next month in Edinburgh at the Indoor Air conference to discuss the problem. Perhaps unwisely, the meeting is being held indoors.

1
In the first paragraph, the writer argues that pollution
- A. has increased since the eighties.
- B. is at its worst in industrialised countries.
- C. results from poor relations between nations.
- D. is caused by human self-interest.
2
The Sydney Harbour oil spill was the result of a
- A. ship refuelling in the harbour.
- B. tanker pumping oil into the sea.
- C. collision between two oil tankers.
- D. deliberate act of sabotage.
3
In the 3rd paragraph the writer suggests that
- A. people should avoid working in cities.
- B. Americans spend too little time outdoors.
- C. hazardous gases are concentrated in industrial suburbs.
- D. there are several ways to avoid city pollution.
4
The Corsi research team hypothesised that
- A. toxic chemicals can pass from air to water.
- B. pollution is caused by dishwashers and baths.
- C. city water contains insufficient chlorine.
- D. household appliances are poorly designed.
5
As a result of their experiments, Dr Corsi’s team found that
- A. dishwashers are very efficient machines.
- B. tap water is as polluted as bottled water.
- C. indoor pollution rivals outdoor pollution.
- D. gas masks are a useful protective device.
6
Regarding the dangers of pollution, the writer believes that
- A. there is a need for rational discussion.
- B. indoor pollution is a recent phenomenon.
- C. people should worry most about their work environment.
- D. industrial pollution causes specific diseases.
7
Industrialised nations use a lot of energy.
8
Oil spills into the sea.
9
The researchers publish their findings.
10
Water is brought to a high temperature.
11
People fear pollutants in tap water.
12
Air conditioning systems are inadequate.
13
Toxic chemicals are abundant in new cars.

Reading Passage 2: Corporate Social Responsibility

A. An excellent definition was developed in the 1980s by Norwegian Prime Minister Gro Harlem Brundtland and used by the World Business Council for Sustainable Development: “Meeting the needs of the present without compromising the ability of future generations to meet their own needs.” Nowadays, governments and companies need to account for the social consequences of their actions. As a result, corporate social responsibility (CSR) has become a priority for business leaders around the world. When a well-run business applies its vast resources and expertise to social problems that it understands and in which it has a stake, it can have a greater impact than any other organisation. The notion of licence to operate derives from the fact that every company needs tacit or explicit permission from governments, communities, and numerous other stakeholders to justify CSR initiatives to improve a company’s image, strengthen its brand, enliven morale and even raise the value of its stock.

B. To advance CSR, we must root it in a broad understanding of the interrelationship between a corporation and society. Successful corporations need a healthy society. Education, health care, and equal opportunity are essential to a productive workforce. Safe products and working conditions not only attract customers but lower the internal costs of accidents. Efficient utilisation of land, water, energy, and other natural resources makes business more productive. Good government, the rule of law, and property rights are essential for efficiency and innovation. Strong regulatory standards protect both consumers and competitive companies from exploitation. Ultimately, a healthy society creates expanding demand for business, as more human needs are met and aspirations grow. Any business that pursues its ends at the expense of the society in which it operates will find its success to be illusory and ultimately temporary. At the same time, a healthy society needs successful companies. No social programme can rival the business sector when it comes to creating the jobs, wealth, and innovation that improve standards of living and social conditions over time.

C. A company’s impact on society also changes over time, as social standards evolve and science progresses. Asbestos, now understood as a serious health risk, was thought to be safe in the early 1900s, given the scientific knowledge then available. Evidence of its risks gradually mounted for more than 50 years before any company was held liable for the harms it can cause. Many firms that failed to anticipate the consequences of this evolving body of research have been bankrupted by the results. No longer can companies be content to monitor only the obvious social impacts of today. Without a careful process for identifying evolving social effects of tomorrow, firms may risk their very survival.

D. No business can solve all of society’s problems or bear the cost of doing so. Instead, each company must select issues that intersect with its particular business. Other social agendas are best left to those companies in other industries, NGOs, or government institutions that are better positioned to address them. The essential test that should guide CSR is not whether a cause is worthy but whether it presents an opportunity to create shared value – that is, a meaningful benefit for society that is also valuable to the business. Each company can identify the particular set of societal problems that it is best equipped to help resolve and from which it can gain the greatest competitive benefit.

E. The best corporate citizenship initiatives involve far more than writing a cheque: they specify clear, measurable goals and track results over time. A good example is General Electric’s programme to adopt underperforming public high schools near several of its major U.S. facilities. The company contributes between $250,000 and $1 million over a five-year period to each school and makes in-kind donations as well. GE managers and employees take an active role by working with school administrators to assess needs and mentor or tutor students. In an independent study of ten schools in the programme between 1989 and 1999, nearly all showed significant improvement, while the graduation rate in four of the five worst-performing schools doubled from an average of 30% to 60%. Effective corporate citizenship initiatives such as this one create goodwill and improve relations with local governments and other important constituencies. What’s more, GE’s employees feel great pride in their participation. Their effect is inherently limited, however. No matter how beneficial the programme is, it remains incidental to the company’s business, and the direct effect on GE’s recruiting and retention is modest.

F. Microsoft’s Working Connections partnership with the American Association of Community Colleges (AACC) is a good example of a shared-value opportunity arising from investments in context. The shortage of information-technology workers is a significant constraint on Microsoft’s growth; currently, there are more than 450,000 unfilled IT positions in the United States alone. Community colleges, with an enrolment of 11.6 million students, representing 45% of all U.S. undergraduates, could be a major solution. Microsoft recognises, however, that community colleges face special challenges: IT curricula are not standardised, technology used in classrooms is often outdated, and there are no systematic professional development programmes to keep faculty up to date. Microsoft’s $50 million five-year initiative was aimed at all three problems. In addition to contributing money and products, Microsoft sent employee volunteers to colleges to assess needs, contribute to curriculum development, and create faculty-development institutes. Microsoft has achieved results that have benefited many communities while having a direct and potentially significant impact on the company.

G. At the heart of any strategy is a unique value proposition: a set of needs a company can meet for its chosen customers that its competitors cannot. The most strategic CSR occurs when a company adds a social dimension to its value proposition, making social impact integral to the overall strategy. Consider Whole Foods Market, whose value proposition is to sell organic, natural, and healthy food products to customers who are passionate about food and the environment. The company’s sourcing emphasises purchases from local farmers through each store’s procurement process. Buyers screen out foods containing any of nearly 100 common ingredients that the company considers unhealthy or environmentally damaging. The same standards apply to products made internally. Whole Foods’ commitment to natural and environmentally friendly operating practices extends well beyond sourcing. Stores are constructed using a minimum of virgin raw materials. Recently, the company purchased renewable wind-energy credits equal to 100% of its electricity use in all of its stores and facilities, the only Fortune 500 company to offset its electricity consumption entirely. Spoiled produce and biodegradable waste are trucked to regional centres for composting. Whole Foods’ vehicles are being converted to run on biofuels. Even the cleaning products used in its stores are environmentally friendly. And through its philanthropy, the company has created the Animal Compassion Foundation to develop more natural and humane ways of raising farm animals. In short, nearly every aspect of the company’s value chain reinforces the social dimensions of its value proposition, distinguishing Whole Foods from its competitors.

14
Paragraph A
- i. How CSR may help one business to expand
- ii. CSR in many aspects of a company’s business
- iii. A CSR initiative without a financial gain
- iv. Lack of action by the state on social issues
- v. Drivers or pressures motivate companies to address CSR
- vi. The past illustrates businesses are responsible for future outcomes
- vii. Companies applying CSR should be selective
- viii. Reasons that business and society benefit each other
15
Paragraph B
16
Paragraph C
17
Paragraph D
18
Paragraph E
19
Paragraph F
20
Paragraph G
21
Complete the summary: Promotion of CSR requires the understanding of interdependence between business and society. Corporations’ workers’ productivity generally needs health care, education, and ________. Restrictions imposed by government and companies both protect consumers from being treated unfairly. Improvement of the safety standard can reduce the ________ of accidents in the workplace. Similarly, society becomes a pool of more human needs and aspirations.
22
23 Disposable waste
- A. General Electric
- B. Microsoft
- C. Whole Foods Market
23
24 The way the company purchases its goods
24
25 Helping the under-developed
25
26 Ensuring that people have the latest information

Reading Passage 3: The Significant Role of Mother Tongue in Education

One consequence of population mobility is an increasing diversity within schools. To illustrate, in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not the usual language of communication. Schools in Europe and North America have experienced this diversity for years, and educational policies and practices vary widely between countries and even within countries. Some political parties and groups search for ways to solve the problem of diverse communities and their integration in schools and society. However, they see few positive consequences for the host society and worry that this diversity threatens the identity of the host society. Consequently, they promote unfortunate educational policies that will make the “problem” disappear. If students retain their culture and language, they are viewed as less capable of identifying with the mainstream culture and learning the mainstream language of the society.

The challenge for educators and policy-makers is to shape the evolution of national identity in such a way that the rights of all citizens (including school children) are respected, and the cultural, linguistic, and economic resources of the nation are maximised. To waste the resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest. A first step in providing an appropriate education for culturally and linguistically diverse children is to examine what the existing research says about the role of children’s mother tongues in their educational development.

In fact, the research is very clear. When children continue to develop their abilities in two or more languages throughout their primary school, they gain a deeper understanding of language and how to use it effectively. They have more practice in processing language, especially when they develop literacy in both. More than 150 research studies conducted during the past 25 years strongly support what Goethe, the famous eighteenth-century German philosopher, once said: the person who knows only one language does not truly know that language. Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.

The level of development of children’s mother tongue is a strong predictor of their second language development. Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. When parents and other caregivers (e.g., grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue, children come to school well-prepared to learn the school language and succeed educationally. Children’s knowledge and skills transfer across languages from the mother tongue to the school language. Transfer across languages can be two-way: both languages nurture each other when the educational environment permits children access to both languages.

Some educators and parents are suspicious of mother tongue-based teaching programs because they worry that they take time away from the majority language. For example, in a bilingual program when 50% of the time is spent teaching through children’s home language and 50% through the majority language, surely children won’t progress as far in the latter? One of the most strongly established findings of educational research, however, is that well-implemented bilingual programs can promote literacy and subject-matter knowledge in a minority language without any negative effects on children’s development in the majority language. Within Europe, the Foyer program in Belgium, which develops children’s speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000).

It is easy to understand how this happens. When children are learning through a minority language, they are learning concepts and intellectual skills too. Pupils who know how to tell the time in their mother tongue understand the concept of telling time. In order to tell time in the majority language, they do not need to re-learn the concept. Similarly, at more advanced stages, there is transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, and distinguishing fact from opinion. Studies of secondary school pupils are providing interesting findings in this area, and it would be worth extending this research.

Many people marvel at how quickly bilingual children seem to “pick up” conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills). However, educators are often much less aware of how quickly children can lose their ability to use their mother tongue, even in the home context. The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood. Where the mother tongue is used extensively in the community, then language loss among young children will be less. However, where language communities are not concentrated in particular neighborhoods, children can lose their ability to communicate in their mother tongue within 2–3 years of starting school. They may retain receptive skills in the language but they will use the majority language in speaking with their peers and siblings and in responding to their parents. By the time children become adolescents, the linguistic division between parents and children has become an emotional chasm. Pupils frequently become alienated from the cultures of both home and school with predictable results.

26
27 What point did the writer make in the second paragraph?
- A. Some present studies on children’s mother tongues are misleading.
- B. A culturally rich education programme benefits some children more than others.
- C. Bilingual children can make a valuable contribution to the wealth of a country.
- D. The law on mother tongue use at school should be strengthened.
27
28 Why does the writer refer to something that Goethe said?
- A. to lend weight to his argument
- B. to contradict some research
- C. to introduce a new concept
- D. to update current thinking
28
29 The writer believes that when young children have a firm grasp of their mother tongue
- A. They can teach older family members what they learnt at school.
- B. They go on to do much better throughout their time at school.
- C. They can read stories about their cultural background.
- D. They develop stronger relationships with their family than with their peers.
29
30 Why are some people suspicious about mother-tongue-based teaching programmes?
- A. They worry that children will be slow to learn to read in either language.
- B. They think that children will confuse words in the two languages.
- C. They believe that the programmes will make children less interested in their lessons.
- D. They fear that the programmes will use up valuable time in the school day.
30
31–35 Complete the summary using the list of words, A–J, below. Bilingual Children. It was often recorded that bilingual children acquire the _______ to converse in the majority language remarkably quickly. The fact that the mother tongue can disappear at a similar _______ is less well understood. This phenomenon depends, to a certain extent, on the proportion of people with the same linguistic background who have settled in a particular _______. If this is limited, children are likely to lose the active use of their mother tongue, and thus no longer employ it even with _______, although they may still understand it. It follows that teenage children in these circumstances experience a sense of _______ in relation to all aspects of their lives. (A teachers B school C dislocation D rate E time F family G communication H type I ability J area)
31
36 Less than half of the children who attend kindergarten in Toronto have English as their mother tongue.
- YES. YES
- NO. NO
- NOT GIVEN. NOT GIVEN
32
37 Research proves that learning the host country language at school can have an adverse effect on a child’s mother tongue.
33
38 The Foyer program is to be accepted by the French education system.
34
39 Bilingual children are taught to tell the time earlier than monolingual children.
35
40 Bilingual children can apply reading comprehension strategies acquired in one language when reading in the other.

答题卡

边做边填 — 即时本地判分，所有错题自动记录到错题本，并附带对应讲解。

数据保存在本设备 — 无需账号。如需同步进度，请在进度页登录。

显示答案

1. D
The writer says pollution is caused by 'human self-interest', meaning people act for their own benefit without thinking about the environment. This matches option D.
2. B
The oil spill happened because a 'tanker was pumping oil into the sea', which is option B. The other options do not match the event described.
3. D
The writer mentions 'several ways to avoid city pollution', so option D is correct. Options A, B, and C are not suggested in the paragraph.
4. B
The Corsi team thought 'pollution is caused by dishwashers and baths', which is option B. The other options are not what the team believed.
5. C
Dr Corsi’s team found that 'indoor pollution rivals outdoor pollution', so option C is correct. The other options are not supported by their findings.
6. A
The writer says there is a need for 'rational discussion' about pollution dangers, which is option A. The other options are not the writer's main point.
7. C
The passage says industrialised nations 'use a lot of energy', so C is correct.
8. D
The passage describes oil 'spills into the sea', matching D.
9. A
The researchers 'publish their findings', which is option A.
10. F
Water is 'brought to a high temperature', which matches F.
11. H
People 'fear pollutants in tap water', so H is correct.
12. I
The passage says 'air conditioning systems are inadequate', matching I.
13. G
It is stated that 'toxic chemicals are abundant in new cars', so G is correct.
14. v
Paragraph A discusses 'drivers or pressures' that motivate companies to address CSR, so v is correct.
15. viii
Paragraph B explains 'reasons that business and society benefit each other', matching viii.
16. vi
Paragraph C shows 'the past illustrates businesses are responsible for future outcomes', so vi is correct.
17. vii
Paragraph D says companies applying CSR 'should be selective', matching vii.
18. iii
Paragraph E describes 'a CSR initiative without a financial gain', so iii is correct.
19. i
Paragraph F gives an example of 'how CSR may help one business to expand', so i is correct.
20. ii
Paragraph G talks about 'CSR in many aspects of a company’s business', so ii is correct.
21. equal opportunity / internal costs
The passage says workers need 'equal opportunity' and improving safety standards reduces 'internal costs' of accidents.
22. C
Whole Foods Market is linked to 'disposable waste', so C is correct.
23. C
Whole Foods Market is also about 'the way the company purchases its goods', matching C.
24. A
General Electric is involved in 'helping the under-developed', so A is correct.
25. B
Microsoft is about 'ensuring that people have the latest information', so B is correct.
26. C
The writer says 'bilingual children can make a valuable contribution to the wealth of a country', so C is correct. Option A is tempting but the paragraph focuses on economic value.
27. A
The writer refers to Goethe 'to lend weight to his argument', so A is correct. The quote supports the writer's point.
28. B
When children have a firm grasp of their mother tongue, 'they go on to do much better throughout their time at school', matching B.
29. D
Some people are suspicious because they 'fear that the programmes will use up valuable time in the school day', so D is correct. Option A is tempting but not the main concern mentioned.
30. I / D / J / F / C
Bilingual children acquire the 'ability' (I) to converse, the mother tongue can disappear at a similar 'rate' (D), this depends on the 'area' (J), they may not use it even with 'family' (F), and this leads to a sense of 'dislocation' (C).
31. YES
The passage says less than half of Toronto kindergarten children have English as their mother tongue, so YES is correct.
32. NO
The passage does not say research proves learning the host language harms the mother tongue, so NO is correct.
33. NOT GIVEN
There is no information about whether the Foyer program will be accepted by the French education system, so NOT GIVEN is correct.
34. NOT GIVEN
There is no information about bilingual children being taught to tell the time earlier, so NOT GIVEN is correct.
35. YES
The passage says bilingual children can use reading strategies from one language in the other, so YES is correct.

想要完整的限时体验？试试免费的完整模拟考试——真实考生回忆的考题，真实机考界面。

开始模拟考试 →